D I S A S T E R P R E P A R E D N E S S T E A MS

2 0 1 2 - 2 0 1 3


Team #1
Command Center-B
*Peterson R
Belanger R
Villarreal R

Team #2
Search/Rescue
#2A-200/300
*K. Flores R
M. Armstrong
Centeno
Rogers

#2B-700/gym/lckr rm
*Perkins R
Adams, R
Reed
Grl Lckr RmAtten

#2C-400/500
*SIA R
Mustard
Marzo
Parks

#2D-admin/600
*DeLaRosa R
Lin, Carey R
Thompson
Simko

Team #3
Security Team-Assem area
*Garlitos R
Wooldridge
Watanabe, Jon
Jernigan
Kato
Sanchez, H.
Stecher
Trost
Varieur
Watanabe, Jason
Harding
Team #4
Site Operations-Disaster bin
*AP Facilities R
*Mangubat R
Bommarito
Huatuco R
Jepsen


Team #5
First Aid-Quad
*Nurse R
*Dorosky
Crissman
Denhart
Matchett, H.
Diette
Rausch
Sullivan, M.
Vo
Thomas, K.

Team #6
Assembly Areas
*Wright R
*Lin R
Armstrong, S.
Adams, A.
Carlson
Celedon
Chung
Calhoun
Hind
Cordova, D.
Eulberg
Falvey
Gilbert
Gause
Harris
Arend-Eckoff
Huff
Johnson, Janet
Johnstone
Jun
Kawamoto
Linhart
Kinoshita
Lake
Lajci
Marcroft
Marshall
Middleton
Monserrate
Oliva
Olivera
Pak
Park, P.
Preciado
Riad
Rogan
Team #6 (continued)
Smith, J.
Sohn
Turek
Weuve
Wilson, L.
Yamaguchi
Yamashita

Team #7
Record Team-North assem
area
*Chan M. R
Stevens
Fas
Halbeisen
Kwak
Malone
Marcinov
Rodriquez, A
Stouwie
Walker

Team #8
Parent Liaison-Assem area
*Psychologist R
*Baek R
ASB Students
Chao
Fitterer
Fidel
Koizumi
Gullixson
Lee, Judy
Lee, Lily
Park, B.
Quini
Zamora

Team #9
Supplies/Set-Up-Dis Bin
*Carpenter R
Brose
Parsonage
Hoyer
Lee, Leann
Park, R.

R = Radio
* = Team Leader


2

Emergency Procedures
INTRODUCTION

Cerritos High Schools Emergency and Disaster Preparedness Plan is designed to accomplish
three major goals: (1) to save lives (2) to give aid to the injured, (3) to protect school property in
the event of a disaster. A disaster can occur without warning, and at any time. It is essential
that we as administrators, teachers and classified staff at Cerritos maintain as high a level of
disaster preparedness as possible to provide for our welfare, the welfare of all students, and to
assist those in need from our surrounding community should disaster strike.

Note:

There is no way of knowing in advance exactly how to respond to every emergency; however,
the organizational system used here is designed to be applied to any emergency. It is based on
the Incident Command System, a proven emergency management tool to organize emergency
response. By conforming to the Standardized Emergency Management System (SEMS), the
individual school sites and the school district will be linked to other responsible agencies in an
integrated fashion. School sites will report to the school district. The school district will report to
the City. The City will report to the Operational Area. The Operational Area will report to the
region. The region will report to the State.

SUBJECT: EMPLOYEES AS DISASTER SERVICE WORKERS

Non-Instructional Operations

Emergency Services

The Board of Education recognizes that, in times of extreme emergency, the protection of the
health and safety of lives and preservation of property from the effects of natural, man-made, or
war-caused emergencies is of paramount importance.

Therefore, it declares that, in times of such emergencies, the superintendent is authorized to
require that all employees provide disaster service activities as assigned to them by their
supervisor or law enforcement personnel even though such service may be required beyond the
normal duty day.

Legal reference: California Administrative Code, Title 5
Section 3100 Public employees as disaster service workers

3199, Declaration; public employees as disaster service workers

It is hereby declared that the protection of the health and safety and preservation of the lives
and property of the people of the state from the effects of natural, manmade, or emergencies
which result in conditions of disaster or in extreme peril to life, property, and resources is of
paramount state importance requiring the responsible efforts of public and private agencies and
individual citizens. In furtherance of the exercise of the police power of the state in protection of
its citizens and resources, all public employees are hereby declared to be disaster service
workers subject to such disaster service activities as may be assigned to them by their superiors
or by law.
3
Student Care: Teacher Responsibilities

Personnel: All certificated, classified staff and substitute teachers

Responsibilities:
Assess situation and remain calm.
If ground is shaking, lead Duck, Cover and Hold On
Remain calm, direct, and give aid to students. Assist seriously injured students if
possible.
Lockdown or Shelter in Place:
If gunfire or explosions are heard, get everyone to lie flat on the floor.
If Shelter in Place is activated, follow procedures.
Evacuation:
Check with buddy teacher and assist as necessary.
Take classroom kit and roll book.
Evacuate to emergency assembly area:
Check buddy teacher and assist if necessary or evacuate both classes together.
Use safest route, staying alert for hazards; move quickly & quietly.
Close classroom door, but leave unlocked for Search & Rescue access after
tagging with correct sticker.
Assembly Area:
Instruct students to sit on blacktop by classroom number.
Take Attendance and complete Student Accounting Form
One of each pair of buddy teachers takes accounting forms to Documentation and
reports for assignment at Command Post.
Remaining Supervising Teacher:
Supervise and reassure students.
Administer first aid as necessary, or send student to First Aid area.
Fill out Notice of First Aid Care form if first aid is given-Retain one copy.
Keep a record of location of all students at all times, using the Student Accounting
Form
Be alert for latent signs of injury/shock in all students
Student Release:
Student runners will bring form requesting students.
Note that student has left on the Student Accounting Form.
Send any first aid forms with student.
Student will accompany runner to release area.
If parent demands child, breaking release procedure, make appropriate notations,
describing incident, on emergency card and store in classroom kit. Avoid
confrontations.

The Staff needs to speak with one voice. Only the Principal or designee will release
information to parents or to the general public.

EQUIPMENT/SUPPLIES FOR ALL TEACHERS:

Class Lists/Copy of roll sheets
First Aid Kit in backpack
Pen/Pencil
Green and red sticker for door





4



BUDDY TEACHER ASSIGNMENTS

Buddy Teacher Assignments are by building and room number, not by teacher name due
to the fact that not all teachers are in the same room all day.

100-Building 200-Building 300-Building
East & West Administration 201 & 202 301 & 304
101 & 102 203, 204, 205 302 & 303
Activities & Library 206 & 207 305 & 309
208 & 209 306 & 310
210 & 211 307 & 311
308, 312, 315
212 & 213 313 & 314


400 & 500 Building 400 & 500 Building 600 Building
401 & 404 414, 505, 506 601 & 602
402 & 403 501 & Brewer Cntr 603 & 604
405 & 409 503 & 504 605 & 606
406 & 410 607, 611, 613
407, 408, 412 608, 609, 610
411, 413, 414 703 & 612
415, 505, 506 614 & 615
616 & 617
618 & 619
620 & 621

700-Building Other
701 & 702 East/West Gym & Wrestling Room
703, 704, 612 Boys and Girls Locker(s)
705 & 706
707, 708 & 709



5
ASSEMBLY AREA


PE PE
410 -- -- 411 -- --
409 -- -- 412 -- --
408 -- -- 413 -- --
407 -- -- 414 -- --
406 -- -- 415 -- --
405 -- -- 501 -- --
404 -- -- 502 -- --
403 -- -- 503 -- --
402 -- -- 504 -- --
401 -- -- 505 -- --
315 -- -- 506 -- --
314 -- -- 601 -- --
313 -- -- 602 -- --
312 -- -- 603 -- --
311 -- -- 604 -- --
310 -- -- 605 -- --
309 -- -- 606 -- --
308 -- -- 607 -- --
307 -- -- 608 -- --
306 -- -- 609 -- --
305 -- -- 610 -- --
304 -- -- 611 -- --
303 -- -- 612 -- --
302 -- -- 613 -- --
301 -- -- 614 -- --
213 -- -- 615 -- --
212 -- -- 616 -- --
211 -- -- 617 -- --
210 -- -- 618 -- --
209 -- -- 619 -- --
208 -- -- 620 -- --
207 -- -- 621 -- --
206 -- -- 701 -- --
205 -- -- 702 -- --
204 -- -- 703 -- --
203 -- -- 704 -- --
202 -- -- 705 -- --
201 -- -- 706 -- --
102 -- -- 707 -- --
101 -- -- 708 -- --
709 -- --


6

Support Staff Responsibilities

Personnel:
Librarian Guidance Counselors
Cafeteria Workers ESL
RSP Maintenance Workers
SDC Day Care
Speech ROP
Aides Curriculum Specialist
Campus Volunteers Deans
Resource Teachers Custodians
Counselors

Responsibilities:

Follow standard safety procedures.

If with students, follow Classroom Teacher Responsibility guidelines.

Check in at Command Post for Assignments.

Report any known injuries or damage.

Use safety equipment and follow directions.



Hazard Specific Procedures

Types of emergencies that can be Response Procedures
Anticipated in this area: Activate Emergency Plan and:
1. Earthquake Duck, Cover and Hold
2. Fire Evacuate
3. Smog Alert Modified Shelter in-Place
4. Airplane Crash Duck, Cover and Hold
5. Bomb or Bomb Threat Duck, Cover and Hold &/or Evacuate
6. Hazardous Materials Release Shelter in Place
7. Sniper or Gunfire Hit the Deck, Modified Shelter in Place
8. Severe Storm Modified Shelter in Place

When an emergency begins, the principal or designee will activate appropriate emergency
procedures through the organizational system outlined in the previous two parts of these guidelines.
The Incident Commander, as the principal or designee is called at this point, will decide what to do,
based upon the situation. There are four basic safety procedures which can be utilized in
responding to various emergencies:

Duck, Cover and Hold (Earthquake, Explosion)
Evacuation (Fire, explosion, hazardous materials release, post earthquake).
Shelter-in-Place (Hazardous materials release, gunfire, sniper, storms)
Drop Flat to the Ground Hit the Deck (gunfire).

There is no way of knowing in advance exactly how to respond to every emergency; however,
the organizational system used here is designed to be applied to any emergency. It is based on
the Incident Command System, a proven emergency management tool to organize emergency
response. By conforming to the Standardized Emergency Management System (SEMS), the
individual school sites and the school district will be linked to other responsible agencies in an
integrated fashion. School sites will report to the school district. The school district will report to

7
the City. The City will report to the Operational Area. The Operational Area will report to the
Region. The Region will report to the State.

In general, the principal, site administrator, and his/her designee, will take the following
steps in an emergency:

1. Direct immediate action to protect students and staff.
2. Call 911 (If necessary).
3. Activate the Plan. Activate functions as needed.
4. Call the school district.
5. When possible, send a letter home explaining the incident and other necessary information,
such as school being open or closed, health instructions, etc.



Duck Cover and Hold

When the ground begins shaking, a loud explosion is heard/felt, or a duck, cover & hold drill
begins, everyone students, staff and all others present, take the following protective actions:

Indoors:
DUCK: Take cover under a nearby desk or table, positioning as much of the body as
possible under cover.
COVER eyes by leaning the face against the arm.
HOLD on to the table legs or side of the desk. Remain in position until the ground stops
shaking, objects stop falling, or the teacher indicates that this phase of the drill has
ended.

If there is no table or desk nearby, but there are chairs: (such as an auditorium style
arrangement):
Duck, cover, hold: Take cover under the chairs, if possible, and/or between the rows of
chairs, by dropping to the floor, holding on, and protecting the eyes with the arm.

If there are no tables or chairs nearby: (or not enough):
Duck, cover, hold: Take cover by dropping to the floor, against an interior wall, if
possible. Select the closest safe place: between tables or against a wall. The drop
position is preferred; on the floor, on the knees, leaning over to rest on the elbows,
hands clasped behind the neck, face down for protection.

In the Hallway:
Duck, cover, hold: Take the drop position along side the walls. Try to avoid hazards
such as unsecured lockers, trophy cases, etc. Choose the safest place.

On Stairs:
Duck, cover, hold: Sit down, hold onto handrail, and cover eyes.

People with disabilities:
In a wheelchair: Remain in the chair, set brake, hold on. If you have a hard hat with
you, put it on.
Trying to protect head and neck by leaning forward so that the head is lower than the
back of the wheelchair is not practical. First, the person would have to bend head down
to the knees, which may not be physically possible. Second, the leather or vinyl backs
of most wheelchairs will not add protection.


8
With mobility impairments, not in a wheelchair:
If sitting at onset of earthquake, remain in place, protecting head if possible, and hold
on.
If standing, sit down, or brace body to avoid falling.
People with mobility impairments should not be routinely placed under or near potential
hazards.

Teachers and Other Caregivers:
Duck, cover and hold as directed above so that you will be available and uninjured to
assist others after the ground stops shaking. The teacher should be the first to duck,
cover and hold.

Outdoors:
Duck, cover and hold: Move away from buildings, power lines, block walls and other
items which might fall. Take the drop position or sit down.
Remain in position until the ground stops shaking or the teacher indicates that this
phase of the drill has ended.
Students and staff report to the outside numbers of the next class if between classes,
snack or lunch.

Situation assessment:
Teacher or supervising adult makes a quick assessment of the situation. Any of the
following require immediate evacuation: Fire, damage to structure, hazardous materials
spill.
Teacher makes a quick assessment of injuries to students. Unless the situation calls for
immediate evacuation, teacher uses first aid for critical injuries.
Teacher checks with buddy teacher. It may be necessary to assist or evacuate the
buddy teachers class.
In most cases, the teacher will wait until composure has been reached and an
evacuation signal has been received before directing the class to evacuate. See
evacuation procedures.

Aftershocks:
Students and staff Duck, Cover and Hold
Teacher/staff repeat situation assessment procedures detailed above.


Evacuation
Evacuation Routes:
Evacuation routes should minimize exposure to hazards.
Fire, plane crash, or explosion in building: quickest route out of buildings.
Earthquake: safest way out of buildings.
Move away from buildings.
Avoid walking under covered walkways, alongside block walls or buildings, under
power lines, trees, etc.
.

Evacuation Procedures:
Evacuation is generally ordered by the Incident Commander. Students and staff are notified
by the loudspeaker system if operational. The Incident commander calls for an evacuation during
conditions in which the interior of the school buildings may not be safe, such as a fire, explosion, or
hazardous materials spill in the building.

9
During an earthquake or any ground shaking, students and staff duck, cover and hold.
When the ground stops shaking, teacher:
Evaluates situation; orders immediate evacuation in case of fire, chemical spill, or
obvious structural damage.
In absence of immediate critical need to evacuate, teacher continues to assess
situation.
Checks for injuries.
Initiates first aid for severe injuries if necessary.
Waits until composure has been reached.
Repeats above procedure for every aftershock.
Checks with buddy teacher.
Evacuates when advised to do so.

Incident Commander assesses situation, determines whether it is necessary and safe to
evacuate.
Reasons to evacuate after an earthquake:
Existence or possibility of fire, structural damage, chemical spills inside buildings.
To consolidate students into one area for care, freeing staff members for other assignments.

Reasons not to evacuate following an earthquake:
Hazardous materials release in area.
Inclement weather.
Hazards in the primary and backup evacuation areas.
Hazards along the evacuation routes.
Electrical hazards.

Reasons to delay evacuation:
Severe injuries in classroom.
Students/staff with mobility impairments.
Blocked evacuation routes.
Special education classes requiring assistance.
Allow for assessment.

Buddy Teacher System:
Neighbor teachers paired at beginning of year.
Check on each other after earthquake.
If no injuries/problems, evacuate classes together, one teacher at front of line, other at
rear to check that all students have evacuated.
If one class has injuries, teacher stays with injured students; other teacher takes both
classes out.
If both classes have injuries, and building appears stable, both classes wait for assistance.


SHELTER IN PLACE

If any of the following are perceived:
An unusual odor or sound.
Gunfire.
Visible smoke, vapor cloud or fire (outside of school building).
Skin or eye irritation.
Any breathing difficulty.
Safety hazard reported by police.
Electrical Hazard.

10

Then these actions are taken:

Principal Teacher and Other Staff
Follow these three steps:
1. Determine whether to initiate Shelter-In-
Place.
2. Call 911
3. Call the Superintendents Office
To initiate Shelter-In-Place, sound bell signal or
announce
One long two short if bell used

All doors will be locked except the entrance to the
Alternate Shelter Site for late comers. Place Shelter-
In-Place sign at main entrance.
A teacher may make the decision to Shelter-In-Place
when he or she perceives any of the above
conditions. Initiate Shelter-In-Place and notify the
principal. Use extension 21911

Or, follow Shelter-In-Place procedures when the bell
signal/announcement is heard.

Procedures:
When you evacuate, open all windows and doors to air out the room.
Everyone reports to the assigned classroom as quickly as possible.
Close and lock classroom doors and windows.
Students not in the room are to report to the nearest alternate shelter site gym,theater,
library or office or nearest classroom(especially between periods, snack, lunch).
Turn off pilot lights, air conditioners, and exhaust fans.
Tape around doors, windows, and vents, or place wet towels at bottom of door if directed.
Do not open doors or windows until all-clear is announced.
Close drapes and stay away from windows.
Take roll --including students not on your roll.
Electricity will be left on. Intercoms, radios, and televisions may be used for getting
information during the event.
Do not allow anyone to leave the classroom. Use emergency food and toilet facilities stored
in room if necessary.
Wait for further instructions.
Do not evacuate the room until told to do so.
When you evacuate, open all windows and doors to air out the room.
Send parent notification home with students on the day of event, if possible.

Principals Note:

Following the three steps will prompt the Fire Department to check out the cause of whatever
has been observed. If the decision is not to Shelter-In-Place, that also should be reported. It
may become necessary to Shelter-In-Place later.

Modify Shelter-In-Place procedures for the specific incident. The items listed above are for
any hazardous materials release that emanates from outside the school buildings. In police
emergencies, be sure to lock the Alternate Shelter Site door.

When gunfire is heard nearby, (the sound is very loud), teacher or staff member shouts to hit the
deck. This means to lie flat on the ground or floor. If outdoors, as soon as it appears safe for
people to move, initiate Shelter-In-Place.

Smog Alert


11
First Stage Episode Actions:
Programs which require outdoor physical activities will be canceled.
Indoor activities will be curtailed.
If the episode is predicted for the following day, the faculty and students will be requested to
utilize car pools, bicycles, or public transportation.
Second Stage Episode Actions:
If the episode is predicted for the following day, the facility and students will be requested to
utilize car pools, bicycles, or public transportation.
Only district vehicles required for security and service for essential calls will be dispatched.
Any other trips must be approved personally by the superintendent or his/her designee.
Notify the faculty and employees that the schools may be required to close in case of the
third stage episode.

Bomb Threat

The person receiving the threat should keep the caller on the line as long as possible in order to
obtain information that will help the police. This would include:
The exact time of call.
Voice characteristics of the caller.
Approximate age; boy, girl, man, woman.
Accent of peculiar voice inflections.
Background noises: music, traffic, laughter, etc.
Where the bomb is located.
What time it is supposed to explode.
Why the bomb has been placed in the school, etc.

1. Immediately after contact with the caller has ended, the person receiving the call should
notify the school principal or designee, who will call 911, the Superintendents Office, and
the Assistant Superintendent of the assigned school.
2. Evacuate any section of the school deemed unsafe.
3. Wait for police to assist in search.
4. School personnel should assist with searches since they would recognize unusual objects.
5. Return students to class only when it is deemed safe to do so.
6. Police reports are to be made on all bomb threats.

NOTE: Turn Off All Radios and Electronic Communication Devices.


HAZARD PROCEDURES SUMMARY

EARTHQUAKE: Drill initiated by SHAKING OR ALL-CALL.

Indoors:
1. Duck under nearest sturdy cover (desk, table, etc.)
2. Cover eyes by leaning face against arms.
3. Hold on to desk, table, etc.

Listen for instructions.

Outdoors:
1. Move to open area away from buildings, trees, etc.
2. Drop to knees; cover eyes by leaning face against arm.


12
FIRE:
Drill initiated by observed fire or a LONG, CONTINUOUS, INTERMITTENT
RINGING OF THE BELL.

Indoors:
1. Follow posted evacuation route to blacktop area west of Gym & 600 Bldg.,
stay with your class.
2. Remain until all clear bell is rung (one long bell).

Outdoors:
1. Report to your teacher in assigned area west of Gym and 600 bldg., stay with your class.
2. Remain until all clear bell is rung (one long bell)

SHELTER IN PLACE:
Drill initiated by hazard outside of classroom (Sound of gunfire, vapor cloud, skin or eye irritation,
etc.) ONE LONG AND TWO SHORT BELLS OR AN ALL CAL ANNOUNCEMENT.

Lock doors and close windows

No one enters or leaves the room

STUDENTS NOT IN THE ROOM, REPORT TO THE ALTERNATE SHELTER SITE- MAIN OFFICE



Team #1
Command Post and Media

Personnel: Principal, Principals Secretary, Facility APs Secretary

Start Up Actions:

Head to the command post carrying:
1. Cell phone
2. Site radio
3. Copy of Disaster Plan
Responsibilities:

To ensure the care and safety of all students and staff.
To communicate with district and media.

Operational Duties:

To oversee the entire disaster incident.
To coordinate the disaster teams.
To be the spokesperson for the media (newspaper, radio, TV).


Closing Down:

Communicate with district that the incident is over and students plus staff are
accounted for and either went home or were transported to a medical facility or the
morgue.
Collect all paper work from emergency teams.

13
Ensure that all equipment has been properly stored.


Team #2
Sweep and Clear Teams (2A-D)

Safety: Buddy System: Minimum of 2 persons per team.
Take no action that might endanger you. Do not work beyond your expertise. Use
appropriate safety gear. Size up the situation first. Follow all operational and safety
procedures.

Start-Up
Actions: Obtain all necessary equipment from container. See list below. You must be
wearing sturdy shoes and long sleeves. Put batteries in flashlight.
Check at Command Post (CP) for assignment.

Operational
Duties: Report gas leaks, fires, or structural damage to CP immediately upon discovery.
Shut off gas or extinguish fires if possible.
Before entering a building, inspect complete exterior of building. Report structural
damage to team leader. Use yellow caution tape to barricade hazardous areas. Do
not enter severely damaged buildings.

If building is safe to enter, search assigned area (following map) using orderly
pattern. Check all rooms. Use chalk or grease pencil to mark slash on door when
entering room. Check under desks and tables. Search visually and vocally. Listen.
When leaving each room, close slash to form X on door. Report by radio to
Command Post that room has been cleared (i.e., Room A-123 Clear). *

When injured victim is located, team transmits location, number, and condition of
injured to CP. Do not use names of students or staff. Follow directions from CP.

Record exact location of damage and triage tally (I=immediate, D=delayed,
DEAD=dead on map and report information to CP.
Keep radio communication brief and simple. No codes.

Closing Down:
Return equipment to Logistics. Provide maps and logs to the Documentation Unit.

Equipment/
Supplies: Wear vest, hard hat, work /latex gloves and whistle with master keys on neck
lanyard. Wear first aid backpack. Carry campus 2-way radio and clipboard with job
description and map indicating search plan. Carry bucket or duffel bag with
goggles, flashlight, dust masks, pry bar, grease pencil, pencils, duct tape, masking
tape.

*Remember: If you are not acknowledged, you have not been heard. Repeat your transmission,
being aware of other simultaneous transmissions.


Team #3
Security Team( Select Teachers in Assem. Area)

Personnel: Assistant Principal Student Services, security team staff members.

14

Responsibilities:

Assure that all outside gates are closed and locked.
Direct parents to the north parking lot for reunion.

Start Up Actions:

After the all clear or shaking stops, move your classroom
students to the assembly area.
Check with your buddy teacher so they know your students
are present.
Report to your assigned gate. Dont run just walk fast.

Operational Duties:

Follow the procedures as outlined below to ensure students
remain on campus.
Refer parents/guardians to the reunion site on the north parking lot.

Procedures:

Stay by your assigned gate.
Instruct wandering students to go back to the assembly area.
If you see student (s) hopping the fence note that in your mind or better on a piece
of paper providing as much detail as possible.
If student refuses to return to the assembly area dont argue, but try to get their
name for accounting purposes.




Team #4
Site Operations(AP Fac/Gen Main/Custod)

Personnel: General Maintenance Worker, Utility worker, plus staff members

Start up Actions:

1. Shut down all utilities in the event of a major earthquake.
2. Use best judgment to determine if utilities need to be shut
down in the event of a minor earthquake.
3. Set up portable toilet in area #9 on the map and hang tarps for privacy.

During emergency:

After above duties (1-4) are completed assist adults as needed..

Closing Down:

1. Return first aid supplies to emergency container area #1 on the map.
2. Emergency workers (fire department or M and O) Switch on utilities
If no breaks have been found in the electrical, water or gas supplies.
3. Take down sanitation supplies and return to container.

15



Team #5
First Aid(Nurse, Coaches)


Personnel: First aid trained staff led by nurse and volunteers directed by nurse

Responsibilities:
Use approved safety equipment and techniques.

Start Up Actions:
Obtain and wear personal safety equipment including latex gloves.
Check with First Aid Leader for assignment.

Operational Duties:
Administer appropriate first aid.
Keep accurate records of care given. Use notice of First Aid care.
Continue to assess victims at regular intervals.
Report deaths immediately to Medical Team Leader.
If and when transport is available, do final assessment and document on triage tag.
Keep and file records for reference do not send with victim.
Students Emergency Card must accompany student removed from campus to
receive advanced medical attention. Send emergency out of area phone number if
available.

Triage Entry Area:
Staffed with minimum of 2 trained team members, if possible.
One member confirms triage tag category (red, yellow, green) and directs to
proper treatment area. Should take 30 seconds to assess, NO treatment takes
place here. Assess if not tagged.
Second team member logs victims names on form and sends forms to CP as
completed.

Treatment Area (Immediate and Delayed):
Staff with minimum of 2 team members per area, if possible.
One member completes secondary head-to-toe assessment.
Second member records information on triage tag and on-site treatment records.
Follow categories: Immediate, Delayed, Dead
When using 2-way radio, do not use names of injured or dead.

Closing Down:
Return equipment and unused supplies to Logistics.
Clean up first aid area. Dispose of hazardous waste safely.
Complete all paperwork and turn into the Documentation Unit.

Team #6
Assembly Area

Personnel: Classroom teachers, substitute teachers and staff as assigned.

Responsibilities:

16
Ensure the care and safety of all students on campus except those who are in the
Medical Treatment Area.

Start Up Actions:
Wear identification vest if available.
Take job description clipboard and radio.
Check-in with Operations Chief for situation briefing.
Assign personnel to assignments as needed.
If School is evacuating:
Verify that the assembly area and routes to it are safe.
Count or observe the classrooms as they exit, to make sure that all classes evacuate.
Initiate the set-up of portable toilet facilities and hand washing situations.

Operational Duties:
Monitor the safety and well-being of the students and staff in the Assembly Area.
Administer minor first aid as needed.
Support the Student Release process by releasing students with appropriate
paperwork.
When necessary, provide water and food to students and staff.
Make arrangements for portable toilets if necessary, ensuring that students and
staff wash their hands thoroughly to prevent disease.
Make arrangements to provide shelter for students/staff.
Arrange activities and keep students reassured.
Update records of the number of students and staff in the assembly area (or in the
buildings).
Direct all requests for information to the PIO.

Closing Down:
Return equipment and reusable supplies to emergency container.
When authorized by command post, close out all logs. Provide logs and other
relevant documents to the command post.
Equipment/
Supplies: Vest
Campus 2-way radio
Ground Cover/Tarps
First Aid Kit
Water, Food and sanitation supplies
Student activities, books, games, coloring books, etc.
Forms:
Student Accounting
Student Release Form
Notice of First Aid Care


Team #7
Records Team(Head Counselor/sec/staff)

Personnel: 2 Counselors plus team members and ASB students (see Team list)

Start Up Actions:

1. Bring student information binders (found on attendance desk).
2. Report to area #7 (see map on next page).
3. Supply team (#9) will bring tables and chairs.

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4. Bring a supply of STUDENT RELEASE FORMS.
5. Pencils or pens.

Responsibilities:

1. To meet the parents/guardians.
2. Obtain proof of Identification (i.e. drivers license).
3. Insure student runners know what to do.

Operational Duties:

1. Help parents/guardians as quickly as possible.
2. Look up present period room and send student runner to the
Student Assembly to get student and escort them to area #8.
(Release area). If emergency occurs at snack or lunch go to
previous class for location.
3. Complete first two sections of form.
4. Send completed form with a student runner to locate the
requested student.


Team #8
Parent Liason(Psych/counselor/support)

Personnel: 1 Psychologist plus team members.

Start Up Actions:

1. Bring pencils and pens.
2. Bring a container to file completed release forms.
3. Supply team (#9) will bring tables and chairs.

Responsibilities:

1. Obtain proof of Identification (i.e. drivers license).
2. To reunite students with parents/guardians.
3. To have parent/guardian complete bottom portion
of the student release form.

Operational Duties:

1. To help parents/guardians as quickly as possible.
2. Complete the fourth section of the student release form.
3. Collect and alphabetically file completed student release forms.

Section: Operations Student Release

Personnel: School Secretary, available staff and disaster volunteers. Use buddy system.
Student Release process is supported by student runners.

Responsibilities:
Assure the reunification of students with their parents or authorized adult through
separate Request and Release Gates.


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Start Up Actions:
Obtain and wear vest or position identifier, if available.
Check with Operations Chief for assignment to Request Gate or Release Gate.
Obtain necessary equipment and forms from Logistics.
Secure area against unauthorized access. Mark gates with signs.
Set up Request Gate at the main student access gate. Use alphabetical grouping
signs to organize parent requests.
Have Student Release Forms available for parents outside of fence at Request
Gate. Assign volunteers to assist.
Set up Release Gate some distance from Request Gate.

Operational Duties:
Follow procedures outlined below to ensure the safe reunification of students with
their parents/guardians.
Refer all requests for information to the Public Information Officer. Do NOT
spread rumors!
If volunteers arrive to help, send those with Disaster Volunteer badges with photo ID
to Logistics. If they are not registered (do not have badges), direct them to a branch
library to register.

Procedures:
Requesting adult fills out Student Release Form, gives it to staff member and shows
identification.
Staff verified identification, pulls Emergency Card from file and verifies that the
requester is listed on the card.
Staff instructs the requester to proceed to the Release Gate.
If there are two copies of the Emergency Cards (One at each gate), staff files the
Emergency Card in the out box. If there is only one copy, runner takes the card
with the Student Release Form, and staff files a blank card with the students name
on it in the out box.
Runner takes form(s) to the designated classroom.
NOTE:
If a parent refused to wait in line, dont argue. Note time with appropriate comments
on Emergency Card and place in out box.

If Student Is With Class:

Runner shows Student Release Form to the teacher.
Teacher marks box, Sent With Runner
If appropriate, teacher sends parent copy of first aid form with the runner.
Runner walks student(s) to Release Gate.
Runner hands paperwork to release personnel.
Release staff match student to requester to fill out and sign the lower portion of
Student Release Form and release student. Parents are given the Notice of First
Aid Care Given, if applicable.


If Student is Not With The Class:

Teacher makes appropriate notation on Student Release Form:

Absent If student was never in school that day.
First Aid If student is in Medical Treatment Area.
Missing If student was in school but now cannot be located.

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Runner takes Student Release Form to CP.
CP verifies student location if known and directs runner accordingly.
If runner is retrieving multiple students and one or more are missing, walk available
students to Release Gate before returning Missing forms to CP for verification.
Parent should be notified of missing student status and escorted to crisis counselor.
If student is in first aid, parent should be escorted to Medical Treatment Area.
If student was marked absent, parent will be notified by staff member.

Closing Down:

At the direction of the Operations Chief, return equipment and unused supplies to
Logistics.
Complete all paperwork and turn into the Documentation Unit.

Equipment/
Supplies: Job Description Clipboards
Pens/Stapler
Box(es) of Emergency Cards
Signs to mark Parent Request Gate and Release Gate
Signs for alphabetical grouping to organize the parents (A-F, etc.)
Empty file boxes to use as Out Boxes
Forms:
Student Release Form(s) Copies for every student


Team #9
Supply Team(Ap Fac./Gen Main/other

Personnel: 1 Counselor plus team members custodian and general maintenance worker

Start Up Actions:

1. Go the emergency storage container #1.
2. Remove tables and chairs for set up.
3. Remove first aid supplies.
4. Remove sanitation supplies.

Responsibilities:

1. Set up tables and chairs in areas 2, 4, 7, and 8.

Operational Duties:

1. To help all teams with necessary supply support.
2. To take down and store all supplies in emergency container.
Board Policies and Administrative Regulations
Board Policies and Administrative Regulations can be found on the ABC Unified School District
website. www.abcusd.k12.ca.us